Luận văn a study on motivations of 10th grade students in learning english writing skills at son tay high school hanoi

A STUDY ON MOTIVATIONS OEF 10”" GRADE STUDENTS IN LEARNING ENGLISH WRITING SKLLLS AT SON TAY HIGH SCHOOL, HANOI NGHIEN CUU VE CAC ĐỘNG CƠ HỌC VIET TIENG ANH.. A STUDY ON MOTIVATIONS OF 1

A STUDY ON MOTIVATIONS OEF 10”" GRADE STUDENTS

IN LEARNING ENGLISH WRITING SKLLLS

AT SON TAY HIGH SCHOOL, HANOI

(NGHIEN CUU VE CAC ĐỘNG CƠ HỌC VIET TIENG ANH

CỦA HỌC SINH LỚP 10 TRƯỜNG TRUNG HỌC PHÓ THÔNG

SON TAY, HA NOD

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodulogy Code: 60140111

Hanoi— 2014

A STUDY ON MOTIVATIONS OF 10™ GRADE STUDENTS

IN LEARNING ENGLISH WRITING SKILLS

AT SON TAY HIGH SCHOOL, HANOI

(NGHIÊN CỨU VE CÁC ĐỘNG CƠ HỌC VIẾT TIENG ANH

CUA HOC SINH LOP 10 TRUONG TRUNG HOC PHO THONG

SON TAY, HA NOD

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60140111

Supervisor: PHAM TH] THANH THUY, PH.D

Hanoi —2014

of Languages and Intemational Studies, Vietnam National University ‘Ihe material

in this research has not been submitted to any other university or institution wholly and partially

Hanoi, November 10, 2014

Cao Thi Minh

ACKNOWLEDGEMENTS

First of all, t wish lo express my deepest gratitude to my supervisor, Dr Pham Thi Thanh Thiy, for the insighlfid comments, criticism, wholehoarted guidance and kind supparl she gave me while 1 was carrying out this rescurch,

My special thanks go to all the lecturers and staff of the Faculty of Posi- Graduate Studies, Hanoi University of Languages and Intemational Stuces, Vietnam National University, Hanoi, for their valuable knowledge and guidance and help during my two years of study at the Faculty

T am also grateful 10 my colleagues as well ax my students al Son Tay Tigh School, who have helped me aol inmy dita collection to fulfill this paper

Last but not least, T would Tike to express my appreciation to my family for

their support and strong encouragement to me throughout the study

1

ABSTRACT

The sindy ieporled in this paper investigates the motivation in writing

lessons of 10" grade students al Son Tay High School to find aul

(1) types of motivation possessed by 10 grade students al Son Tay High

School

(2) factors affecting 10” grade students in writing lessons

(3) motivational strategies highly evaluated by 10” grade students in writing lessons

The study was conucted with eighty 10" grade students and eight teachers

of English al Son Tay High School, Son Tay town, Hani In this study, the researcher uscd survey questionnaires and classroom abscrvation sheets lo collect data

The results obtained fiom the analysis of responses to the questionnaires and classtoom observation sheet revealed the types of motivation of 10 graders, tactors

affecting students’ motivation and motivational strategies preferred by students in

writing lessons ‘This study provided some recommendations for effective application

of motivational strategies in enhancing students’ writing skills as well It is expected

that the tesults from the study could he of benefit to the teaching and tearning of

English writings af Son Tay High Schoo

i

2 Aim of the sIudy

3 Objcetives of the study

4, Research questions

3

6

Scope of the study

Methods of the sÏudy ch HH ng re

7 Significance of the study

8 Design of the study

PART B, DEVELOPMENT ssessssnsstssiennn ete

CHAPTER 1, THEORETICAL BACKGROUND

1.1.1 Definitions and featurss oŸ writing skllls

1.1.2 Approaches to teaching waiting

2.1 The setting of the study

2.1.1 An overview of the rescarch site

2.1.2 English teachers in Son Tay hinh sehool

2.1.3 10” grade students in Son Tay high school

2.1.4, English teaching and learning situation at Son Tay High School

2.2 Methods of the study

2.2.1 The subjocls of the shuly

2.2.2 Dala collection instruments

2.3.3 Data collectiơn proesduros seo

3.1.2 Types of motivation possessed by students

3.1.3 Students’ participalion in writing activitics

3.1.4 Factors affecting students’ motivation

3.1.5, Problems faced by students in learning writing skills

3.2 Attitudes of teachers to motivation in teaching writing skills for students

3.2.1 Teachers’ time to motivate students in writing lessons

3.2.2 Teachers’ assistance during writing lessons

3.2.3 Teachers’ responses Lo unwilling wrilers

3.2.4 Problems faced by (cachers in teaching writing skills,

3.3 Strategies and activities lo mofivate students in learning writing skills

3.4, Findings

1, Summary of the main ideas

2 Implications and Recommendations

Problems faced by 10th grad: sludents in learning writing

skills

‘Teachers’ time to motivate students in writing lessons

‘Teachers’ assistance during writing lessons

‘Teacher's responses to unwilling writers Problems faced by teachers in leaching wailing skills

Students’ comments on aclivilics craployed by teachers Students’ comments on motivational strategies and activities employed by teachers

Students’ interest in writing lessons

vii

Page

PART A INTRODUCTION

1 Rationale of the study

Motivation has been considered a erucial factor determining the success of

language leaming in general and English learning in particular According to Domyei, motivation “has an important role in determining success or failure in any language situation” (Domyei, 2001:2) Ie also stated that “leamers with sufficient motivation can achieve a working knowledge of an 1.2”, while “ever te brightest

Tamers” without sufficient motivation “are urdikely to persist Jong cought lo altairr any really uscful language” (Domyci, 2001:3) Therefore, most language (cachcrs have been trying to find out different ways to motivate their students in language

lessons with a view to making their lessons most etfechve However, most of them

have not been successfull ‘The situation is not an exception at Son ‘Tay High school, where the researcher has been teaching ['nglish for eight years Some English teachers at Son Tay High School complained aboul their students’ indifference to English lessons, especially English writing lessons Meanwhile many students

claimed that they felt stressed and reluctant in these Tessens und did uot wamd Lo

write In fact, it may be the lack of motwation in writing lessons that prevents

students from participating actively into writing lessons and producing good pieces

of writing For the mentioned reasons, the researcher found it necessary to carry out

this minor research to find out types of motivation possessed by 10" grade students,

factors affecting their motivation in learning Rrygkish wriling skills, and motivational

stralegics employed by teachers in writing lessons, then base on which ta suggest

some molivational strategies to improve the problem

2, Aimolf the study

The study is aimed to find out what might motivate and help 10" grade

students at Sonlay high school leam better and improve their English writing skills

3 Objectives of the study

The chjectives of the study are summarized as follows:

+ to investigate types of motivation possessed by 10" grade students al Son Tay high

school in learning writing skills

- to examine factors aftecting students’ motivation in leaming wnting skills

- to explore some motivational strategies preferred by students in writing lessous

4 Research questions

To achieve the aim and objectives mentioned above, the following research

questions are addressed:

1 What types of motivation dol 0” grads students have in learning writing skills?

2, What are some main factors affecting students’ motivation in leaming writing, skills?

3, What motivational strategies are highly evaluated by students in wating lessons ?

5, Scope of the study

‘This study examines types of motivation in learning English writing skills in classroom possessed by 80 students of 10th grade at Son Tay high school, Snch factors affecting students’ motivation in learning writing skills as the ones relating

search The results of the study and sugges

will be applicd in writing lessons to cnhance the writing skills of 10” grade students

at Son Tay high school, Hanoi

6 Methods of the study

In this study, both qualitative and quantitative methods were employed The

data were collected frame

(1) A questionaire for cighty 10 grade sturkents: to find oul their types af inotivation, aclivilizs enjoyed most by students and factors affecting their

motivation, (2) A questionnaire for cight teachers of English at Son Tay high

school: to tind out activities and techniques used in writing lessons, some factors

that can motivate students in learning writing skills and some suggestions to motive

students in learning writing skills; (3) Classroom observation checklists were also

used: to take note data for the research

tạ

7, Significance af the study

Firstly, the information about types of motivation possessed by 10” grade

students will give teachers of English at Son Tay high school a better understanding about their students, which helps them find the most suitable teachmg methods to apply in writing lessons

Secondly, some faclors affecting students’ motivation will provide teachers

with some suggestions in choosing the right techniques and activities to the students

Thirdly, the recomended motivational strategies will be applied Ip raise students’ motivation in writing lessons as well as their Writing results

In short, when finished, the research is expected to enhance both the teaching and leaming English in general and the teaching and leaming, English writing skills in particular at Son ‘Tay high school

8 Design of the study

‘The study consists of three main parts named

Part A The Introduction

Part B, The Develop

Chapter 1: Literature Review Chapter 2: The Methods of the study Chapter 3: Data Analysis and Findings Part C: Conclusion

PART B DEVELOPMENT CHAPTER 1 THEORETICAL BACKGROUND

1.1.1 Defimitions and features of writing skills

Writing is one of the four Fauguzge skills (speaking, listerring, reading and wriling) (hal a language learner expects to waster Aecortling to Tribble, writing is

“y language skill which is difficull to acyuirc™ (Tribble, 1996:3) He also added that writing “normally requires some forms of instruction” and that “it is not a skill that

is readily picked up by exposure” (Tribble, 1996:11) The function of writing is

“recording things, completing tasks, developing arguments and assembling ideas” (Ïibble, 1996-9), From his point of view, writing is a complex skill that should be taught carefully Ur supported Tribble when he said that “most people acquire the spoken language (at least their own mother tongue) intuitively, whereas the written form is in most cases deliberately taught and leamed” (Ur, 1996:161) Tarris considered writing “a proces

> (Byme, 1988:1) Itis Bymc’s definition of writing that the researcher wished to apply in this

1.1.2 Approaches to teaching writing skills

Attempts to teach waiting cfibetively has been made for ages Popular scholars had different ways to classify approaches to teach writing skills Tribble referred to three approaches to the teaching of writing’ product approaches, process approaches and genre approaches (Iribble, 1996:37) Meanwhile, Byme examined four approaches twemely accuracy: approach, fluency approach, lexi- approach and

purpose — approach (Bymo, 1988) Raimos claimed that there wore six mein approaches in the leaching of wriling: Controlled-to-Free approach, Frec-writing approach, Paragraph- pattem approach, Grammar- syntax- organization approach, Conununicative approach and Process approach (Raimes, 1983.6), In this minor thesis, the six approaches classitied by Raimes will be discussed

proficieney”, they can write a composition of their own words and ideas Tt is casy

for students to write these controlled campositions with the least epportunity to

make mistakes This approach focuscs on the climination of grammatical,

syntactical and mechanical mistakes leamers made in their written work by

teachers’ control Fluency or originality is not emphasized in this approach

Free_ writing Approach

When teacher use this appioach, they want students to wrile as much and

quickly us they can without paying much attention to errors Tn fact, stulents? avtions of pulting their ideas down on a paper Quently are the purpose of this

approach However, this approach without any obligation for students may make

them write with many grammatical and structural airors and mistakes This approach seems to be most suitable to intermediate-level students It might be usefull

when writing about something that interests students or a journal or a diary

Paragraph pattern Approach

This approach tcaches students to the way to build and organize parapraphs basing on a sample one This approach tocused on the importance of paragraph as a basic unit of written expression rather than the accuracy and fluency, The use of the approach helps students express themselves efffzctively at a level beyond the

senlence as well as realize the difference in commnmication organization in different cultures:

Grammar-syntax-organization Approach

Using this approach, tcachers necd to develop writing tasks that make

students at the same time pay attention to not only organization but also grammar and syntax, which means that teachers do not separate writing skills trom other

skills ‘his approach helps students be aware of the connection between the purpose

of their writing and the forms that are needed to convey the message

Communicative Approach

This communicative approach stresses that students can communicate

sce for

through their writings Thore should bo a reason as well as an addr:

studenls’ writing This approach both helps to inercase studants” motivation in

writing and shows the cornmunicative roles of writings

Process Appreach

‘This approach concems the process how ideas are developed and formulated

in vaiting ‘This approach includes following stages, namely: Pre-writing (specifying

the task, choosing the topic and planing wlal lo wrile), composing or wniting

(pulling » drafl version on paper), revising (making such changes lo Hnprove the wriling as reorganizing, shifting styles and so on) and editing (checking grannaar¿

lexis features) In this approach, students are given considerable ficedom within the

task, which means they explore a topic through writing in an unrestricted time After tnishing the first draft, students can show them to ther: teacher or classmates

to get comments basing on which they can improve their writings The writing

process becomes a process of discovery (of new ideas and new language forms to

express those ideas) However, this approach seems to be very time-consuming and

difficult to apply to a large-size class

In conclusion, no approach has been considered the best way to teach writing Each approach has its own strength and weakness Therefore, when teaching writing,

teachers should choose the one that suits their setting best Sometimes, the

combination of different approaches can Ining belter resulis than using ong

approach alone

1.2 Motivation

1.2.1 Definition af motivation

No one can deny essential roles of motivation in the success or failure of

foreign language teaching and learning However, motivation is an abstract concept

that has been defined in different ways so far because each researcher sees

motivation from different angles

According to Gardner, motivation is "the combination of effort plus desire to achieve the goal of leaming the language plus favorable attitudes towards learning

the language" (Gardner, 1989:10) Brown also states thal Cmotivation is the extent

to which you make choi

es aboul (a) goals wo pursug and (b) the cffort you will devote to that pursuit.” (Brown, 2001-72), In thesc two definitions of motivation, Gardner and Brown share their view when concerning such two interrelated components as “goals” and “efforts made to achieve the goals” Similarly, in his study, Ur points out that a motivated leamer is a person “who is willing or even eager to invest effort in learning activities and 1o progress” (Ur, 1996: 274)

Darnyci states in his book thal “motivation oxplains why people decides to de something, how hard they are going lo pursus it and hew long they are willing to sustain the activity’(Domyci, 2001:7) In this definition, he focuses on the reason, the manner as well as the attitude of language leamers in leaming a foreign language

Other researchers define motivation as an intemal state or condition that serves to activate or energize behavior Skehan (cited in Ellis, 1994: 509) claims

thal “motivation derives from an inherent interest in the learning tasks the Tearner is

asked to perfonm” In addition, Harmer defined motivation as “some kind of intemal

dave which pushes someone to do things in order to achieve something” (Hanmer,

2001:51)

According to Crookes and Schmidt (1991) motivation is defined in terms of

students! interest in, enthusiasm for and engagement in the materials and activities

used inside classroom, their persistence with the Isanning task as indicated by levels

of concentration and enjoyment The learners’ studying results are only good if

students fec] interested in and cager to participate in activitics and work hard

In this minor research, the researcher exploited Crookes and Schmidt’s

definition because it is students' interest 1m, attitudes towards the materials and activities used in class that the researchers will examine Moreover, students’

concentration and participation will also be assessed

1.2.2 Types of motivation in foreign language Icarning

Motivation in foreign language leaming is classified in different ways by

different theorists In sums picees of rescarch, motivation is classified into intrinsic

motivation aml extrinsic motivation In seme others, il is divided into imegrative

motivation and instrumental motivation The resultative motivation is another type

that has caused debated so far

aulivitics" (Ellis, 1994:76) la fáet, inbinsic molivation is the learners? ints

the culture, the target language group or in Icaming tasks It also means the stimulation arouses from the leamers themselves It is their own inner desire as well

as anxiety to leam that brings about success.

Extrinsic motivation

Extrinsic motivation “is caused by any number of outside fhetors such as; the need to pass an exam, the hope of financial reward or possibility of future travel” Hanmer (2001:51} Spaulding also stated that “When individuals are extrinsically motivated, they hold some desired outcome as a goal (e.g., getting a good grade or avoiding punishment), they recognive thal a certain way of behaving is an expetlienL ingens to that goal, and they make plans to modify their behavior in such a mamer

(Spaulding, 1992:3) In short,

thal they are likely to experience the desired oulcom:

extrinsic motivation can be understood as the opposite of intrinsic motivation This

type of motivation originates trom the influence of some kinds of external stinmli, including the teachers’ influence, the leamer's wish to make some other people

pleased or to become successful in an exam, other than their wish to leam for their

own sake or interest in leaming tasks ot activities

Integrative motivation

According to Falk (1978), “It is thought that students who are most

successful wherr learning a farget language arc thoss who are like the peapte thal

speak the language, admire the culture and have a desire 1o become familiar with ar

cven integrate into the socicty in which the language is uscd” (Falk 1978) In

addition, Gardner and Lambert stated that “An integrative onentation involves an

interest in leaning an L2 because of a sincere and personal interest in the people and culture represented by the other language group” (Gardner and Lambert (1972:

98) In shorl, inlegrative motivation is the desire to learn a language in order uss it

Lambert (1972) assume “A learner with instrumental motivation is mote interested

in how the scoond langnags can be a uscfid instrument towards furthering other goals, such as gaining a ncccssary qualification or improving employment prospects” (cited in Littlewood 1998:57), In short, leamers’ instrumental motivation arouses when they find a need to use the target language as an instrument to obtain

concluded that “the relationship between motivation and achievement is an

success in achicving 12 goals can help to maintain existing mofivalion and even

create new types Conversely a vicious circle of low motivation — low achievement

Jower motivation can develop” (Ellis, 1994: 515)

In conclusion, there are several types of motivation in L2 learning The concentration of this study, however, mainly focuses on the following: integrative,

instrumental, resullative, ibinsic and extrinsic motivation

1.2.3 The roles of mativation in foreign language learning,

Motivation in second language lesming as well as in foreign bmguaye

Icaming has becn paid much attention in so far Most researchers agree that

motivation plays a very essential role in deciding the success or failure of a

language leamer Gardner points out that “positive attitudes and motivation are

related to success in second language teaching” (Gardner, 1985) Nunan shares his

view with Gardner when regarding motivation as a key factor which determines

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“the amount of effort a earner is ready to put into language learning” (Numan, 1991

131) Caron states that “ The more motivation a learner has, the more time he or she

will spend learning an aspect of a second language” (Carol, 1962), which means he

or she will be more successful in leaming the language

1.2.4, Kactors affecting motivation in foreign language learning

A lot of studigs have shawn that students’ motivation in foreign language loarting can be affected by mamy factors, In this minor thosis, they ure discussed in

Language Aptitude

Language aptitude is “capability of a task” (Carroll, 1981 citcd in Ellis,

1994) According to Lightbown and Spada (1999:53) aptitude composes of tour factors: (1) the ability to identity and memorize new sounds, (2) the ability to understand the

function of particular words in sentences, (3) the ability to figure out grammatical rales from language sauples, and (4) the ability lo memorize uew words Knowing the learners” language aplitude helps teachers prepare appropriate activities La apply

to particular groups of learners

Intelligence

Leamers’ intelligence is considered “performance on certain kinds of tests”

by Lightbown & Spada (1999:52) The results of these tests can help teachers

decide the successfulness of their students’ performance in the class Although intelligence (measured by IQ tests) is reported to have a connection with second language learning, many students perform well in L2 leaming while having bad

academic results

Confidence, Anxiety

Dornyci claimed that confidence and anxiety make “a contal component ist

the personal dimension of motivation” Krashen (1981, cited in Ellis, 1994)

concluded that “the students who feel at ease in the classroorn” may “seek out more

1.2.4.2, Teachers’ factars

Domyei (2001) mentioned some factors and appropriate behaviors relating to teachers’ as follows: Enthusiasm, Commitment to and expectations for the students” academic progress, and teachers’ methods of teaching

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Enthusiasm

It camot be denied that the enthusiastic teacher would be more likely successful in her teachmg than the anes without that characteristic “Tu a very large degree, students expect to learn if their teachers expect them to learn” (Stipek, 1988)

Commitment to the students’ progress

Toachers can oxpross commitment towards the students by offering ther

concrete assistance, responding immediately when help is requested, correcting

tests and paper promptly or showing conecm when things are not going om

Besides, if their students are treated, teachers “as if they already are eager leamers, they are more likely to become eager Jeamers” (Brophy, 1998: 170)

Teachers’ expectations

Rosenthal and Jacobson (1968) stated in their study that the higher expectations

teachers had about how well students could study, the higher level of achievement

their students would probably be able to reach

Teachers’ teaching methods

Teachers’ teaching methods can be understond as a sel of twelmiques: or

activitics used to gct students involved in Icaming to achicve a goal If they were interesting, they can increase students’ motivation and vice versa

1.2.4.3 Teaching and learning conditions

Physical conditions

Physical conditions in the classroom refer to both teaching equipments (chairs, desks, (ables, lights, boards) and the classroom size, According to Harmer (2001) it was students’ Learning as well as their altitude iowards the subjeet matter

that affected by these physical conditions As a result, the conditions positively ar

negatively had great effects on students’ motivation Domyei stated “Personalizing the classroom can be seen as students exercising increasing control over thei environment” (Domyei, 2001:42) This means that such decoration as posters,

flowers, fimmy objects can influence the chisstoom atmosphere, The ownership of the class among students should also be excated by teachers

The atmosphere in the classroom

A pleasant and supportive classroom atmosphere can do great help im motivating students to lean and participate into leaming activities As stated by

Macinlyre (1999) and Young (1999) studerts’ anxiely derived fern a tense

classioum climate was one of the most potent factors that undermined learninyy

effectiveness and 1.2 motivation (ciled in Dornyzi, 2001:121) Moreover, in order

to make the students become motivated, “the learning environment needs to be fice

from anxiety, students should not feel threatened or intimidated.”

An ideal classroom climate can be created by teachers’ humor, the good

relationship between teachers and students as well as that among students

themselves

1,3 Previous Rescarches

Motivation plays an essential role in foreign language leaming in general and

in writing skills in particular As a resull, many studies have been earsigd oul to

investigate the definition of motivation, types of motivation as well as cffects of motivation in forcign language Icaming

In the first place, concepts of motivation, its types, benefits and strategies

were discussed by many popular linguists such as Gardner (1985), Brown (1994)

or Domeyi (2001), (armer, 2001), ( Ur, 1996) and Crookes and Schmidt (1991) Basing on the background knowledge given by these researchers, many other

sluties were ewricd oul in the related topic like “Influcneing Motivation In The

*anotivalion and

Foreign Language Classi oom by Nicholson (2013) and “ Lear

the implications for Classroom Teaching” by Aiming and Aimin (2006)

In Vietnam, there have also been some studies discussing motivation in language leaming Fist of all, it is “Learners” motivation and identity in the Vietnamese EFL writing classroom” by Tran (2007) The study focused on

students’ intrinsic motivation related to institutional needs, their linguistic needs and

14

social need “Improving 11" Grade students’ Motivation in Speaking Lessons al Viel

Nam- Poland High School by Using Commmnicative Activitics” by Dinh Thuy Linh (2011) is another study as minor thesis about motivation in language learning It is a

study on some commumeative activities to improve speaking skill to 11" grade

students of English at Viet Nam- Poland High School

Another study is the one specialized in motivation conducted by Toang Thi

Hu (2011) “A Study on Studunts” Motivation in Reading Skills al Quang Dĩnh lower secondary school” The sully focuses on 4 muin issues studonts’ types of motivation, factors affecting their motivation, motivational strategics employed by teachers and supgested motivational strategies to help students improve their reading skills

At Son Tay high schocl, the site of this minor thesis, there was a study on 10 graders’ types and levels of motivation in speaking activities named “The study of

J0th Graders’ motivation in speaking activities at Son Tay High School, Hanoi” by

Nguyen Thanh Thuy (2013) In the study, the researcher discussed types and levels

of motivation possessed by 10"" araders in speaking activities

Iw conclusion, the matter tootivation in language learning hus rovcived great

concen in many studies Although, there has never been one about students’

motivation in leaming writing skills at Son Tay High School with the subjects of grade- ten students, As a result, the study was caried out in the hope that it can bring benefit to the teaching and feaming English writing at the seiool

nature and approaches to teaching writing is presenled in this chapter Litzrature

review of some previous studies of the same topic is also discussed in the chapt:

CIIAPTER 2, METIIODOLOGY 2.1, The setting of the study

2.1.1 An overview of the rescarch site,

Son ‘Tay High School, where the study was conducted, was founded in 1959

It has been considered one of the oldest as well as most famous schools in the area

‘The school has 123 teachers of twelve compulsory subjects including English

Many of them graduated from prestigious universities im Vietman Hike Tanoi

National University, Hanoi University of Rducation and Training and Hanoi

Universily, so they are really well-trained While over two thirds of the

cuchers ae young, dynamic and creative, the others have much experience in teaching In the school year 2014-2015, the school has over 2000 students of all three different

grades 10” 11 and 12" in 2? classes for gifted students and 18 ones for non-gifted students [t means that each class has around 40 students The school has had a large

2.1.3 10" grade students in Son Tay high school

All 10" grade students at Son Tay High School, aged fiom 15 to 16, beth mules and females, have learnt English for at least 6 or 7 years Nevertheless, they have dhfferent levels of proficiency in English Those in English- gifted classes are really interested in learning English, wishing to be proficient in this subject Meanwhile, many students in non-gifted classes are still passive in their Tearing In

general, a number of 10% grade stadots al Son Tay High School may nol be aware

of the importance of the subject, which may alfeet their attitudes towurds learning the subject,

2.1.4 English teaching and learning situation in Son Tay High School

2.1.4.1 The syllabus of teaching and learning English

Like other high schools in the country, English is a compulsory subject in the curriculum at Son ‘Tay High School “Tieng Anh 10”, “Tieng Anh 11” and “Tieng Anh 12” prescribed by the Ministry of ducation and Training are the textbooks for English for English non-gifted students For those in English gifted classes, the

syllabi are “Tiong Anh 10 Nang Cao”, “Tieng Anb 1] Nang Cao” and “Tiong Anh

12 Nang Cao” also prescribed by the Ministry of Edueation and Training

“Tieng Anh 10” includes sixtcon units which are divided into 105 forty-five minute periods during 35 weeks of a school year, which means that students have three periods of English per week Sixtesn units deal with different themes such as daily life, social issues, sports, music and sơ on, which may interest students more

im the subject Rach unit consists of five sections namely reading

speaking, listening, writing and Tanguage foous, The conlent of most five scetions ars presenlcd through task-based cxereises whith arz used as the major means to help students not only master English language but also widen their knowledge about the cultures of some English speaking countries After every three lessons, there is a consolidation to check students’ achievement in the previous lessons

In short, the new textbook “Tieng Anh 10” brings a new way of teaching and leaming English at Son Tay High School comparing to the old curicuhun [f this

17

new lextbouk is made used of, il can help students increase they English proficiency at some levels

2.1.4.2 Teaching ani learning situations of English writing skills

English subject has been paid more and more attention at Son Tay High School in recent years, However, teaching writing skills encounters a great deal of challenges Although writing is an essential skill in bath the first language and sucơnd languags, apart from those in the Bnglish- gifted classos, few students have real interest or motivation iu English writing lessons A tustiber of the students olim that they can do grammar exercises perfectly but cannot got good grades in their writings They also say that writing is “too difficult and time-consuming”, and “why

we have to leam writing skills when we often take only tests on grammar and vocabulary” This fact may result from students” lack of vocabulary, grammar structures or ideas, and motivation in learning the skills Basides, lack of training in teaching methods may also contribute to the limited resnits of writing lessons

2.2 Methods of the study

2.2.1 The sulyjects of the study

‘The participants of the study include 8 teachers of English and 80 students from 2 classes 10A1 and 10A2 at Son Tay high school

Among eight English teachers, ranging from 24 to 53 years of age with 1 to

27 years’ teaching experience, two are taking an M.A course at College of foreign Languages, National University, Llanoi and two are going to retire in next two years The other four teachers finished their in-service training programs at, College

of foruigu Targuages, National University, Himoi, They have had clemcus to altend

18

take a placement

different levels of English proficicney

2.2.2 Data collection instruments

of English al the beginning of the sehoal year, so they have

Survey questionnaires are the major instruments to collect information for the research for the following reasons Firstly, they take little time and money Secondly, they make it easy to gel information from a large number of respondents ina short period of time Thirdly, respondants can complete them whene

or they feel convenient Finally, the respondents do nol have to sign their name in the

questionnaires, so they may express their ideas truthfidly, which makes the results

of the questionnaires contidential

In the research, two sets of questionnaires were used to collect information:

one for students including 7 questions and the other for teachers with 6 questions

The questionnaires for students were translated into Vietnamese before distributing

so that students can understand the contents

Class observation sheets were also used to collect more information about

students’ involvement, writing aflitudes, writing Gime and classroom atmosphere

2.2.3, Data collection procedure

The questionnaires were distributed and gathered from those teachers and

students of Son Tay High School who agreed to take part in the research during the

third week of the first semester of the school year 2014-2015 After one week,

figures from the questionnaires were collected and presented in tables for analysis

The observation was carried oul in two different classes (10A1, 10A2) al the

same week The Jusson chosen fo observe was Unit 3 Tn each class, the researcher observed for 4$ minutes Students’ altitudes towards wiiling aclivitics techniques

used, students’ waiting time and involycment in different activities were noted down,

to see how motivated students were.